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The Struggles of Identity, Education, and Agency in the Lives of Undocumented Students

The Burden of Hyperdocumentation

  • Book
  • © 2018

Overview

Authors:
  1. Aurora Chang

    1. School of Education, Loyola University School of Education, Chicago, USA

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  • Questions the pursuit of documentation as a means to legitimacy and acceptance in American society
  • Includes elements of personal narrative, empirical research and methodological approaches
  • Argues that undocumented students’ quest to achieve in academia provides an agentic space to cultivate an empowering self-identity while forcing them to involuntarily perform the role of infallible non-citizen citizen

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Table of contents (7 chapters)

  1. Front Matter

    Pages i-xix
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  2. Introduction

    • Aurora Chang
    Pages 1-10

  3. Undocumented to Hyperdocumented: A Jornada of Papers, Protection, and PhD Status

    • Aurora Chang
    Pages 11-26

  4. Privileged and Undocumented: Toward a Borderland Love Ethic

    • Aurora Chang
    Pages 27-46

  5. Figured Worlds and American Dreams: An Exploration of Agency and Identity Among Undocumented Students

    • Aurora Chang
    Pages 47-81

  6. Doing Good and Doing Damage: Educators’ Impact on Undocumented Latinx Students’ Lives

    • Aurora Chang
    Pages 83-107

  7. Working with Undocumented Students: What They Say We Need to Know

    • Aurora Chang
    Pages 109-120

  8. Academic Agency and the Burden of Perfectionism

    • Aurora Chang
    Pages 121-130

  9. Back Matter

    Pages 131-135
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Keywords

About this book

This book weaves together two distinct and powerfully related sources of knowledge: the author’s journey and transition from a once undocumented immigrant from Guatemala to a hyperdocumented academic, and five years of on-going national research on the identity, education, and agency of undocumented college students. In interlacing both personal experiences with findings from her empirical qualitative research, Chang explores practical and theoretical pedagogical, curricular, and policy-related discussions around issues that impact undocumented immigrants while provide compelling rich narrative vignettes. Collectively, these findings support the argument that undocumented students can cultivate an empowering self-identity by performing the role of infallible cultural citizen. 

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Authors and Affiliations

  • School of Education, Loyola University School of Education, Chicago, USA

    Aurora Chang

About the author

Aurora Chang is Assistant Professor in Curriculum and Instruction at Loyola University, USA. 

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